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HUMAN RIGHTS EDUCATION FRAMEWORK

LEVELS DEVELOPMENTAL ASSESTS/ GOALS HR PRACTICES/ SPECIFIC
BUILDING BLOCKS FOR PRINCIPLES, SKILLS HUMAN
HEALTHY DEVELOPMENT CONCEPTS, RIGHTS
(SEARCH INSTITUTE) VALUES & PROBLEMS
ETHICS
Grades Pre K-2 SUPPORT • Respect for self • Self • Fairness • Racism
• Caring school climate (#5) • Respect for • Community • Self-expression • Sexism
Early Childhood • Parent involvement in schooling parents and • Human Dignity • Listen • Unfairness
• Preschool & lower (#6) teachers • Responsibility • Critical Thinking • Hurting People
Primary school • Respect for (feeling,
• Ages 3 to 7 EMPOWERMENT others physically)
Service to others (#9)
Safety (#10)

Grades 3-5 BOUNDARIES & • Social • Individual rights • Value diversity •

EXPECTATIONS Responsibility • Group rights • Fairness Discrimination/
Later Childhood School boundaries • Citizenship • Freedom • Distinguish between prejudice
• Upper primary • Distinguishing • Equality fact and opinion • Poverty/Hunger
school COMMITMENT TO LEARNING wants from needs • Justice • Perform school or • Injustice
• Ages 8 to 11 Achievement motivation from rights • Rule of law community service • Ethnocentrism
School Engagement • Government • Examine • Passivity
Bonding to School #24) • Security Assumptions • Immigration/
Reading for Pleasure (#25) • Democracy • Critical Thinking Refugee/
• Universality Displacement
• Non-
Discrimination
• Responsibility

Grades 6-8 POSITIVE VALUES • Knowledge of • International law • Understanding • Ignorance

Caring (#26) specific • World Peace other points of view • Apathy
Adolescence Equitable & Social Justice (#27) human rights • World • Citing evidence in • Cynicism
• Lower secondary Integrity (#28) Development support of ideas • Political
school Honesty (#29) • World Political • Examining Repression
• Ages 12 to 14 Responsibility (#30) Economy Assumptions • Colonialism/
• World Ecology • Doing Imperialism
SOCIAL COMPETENCY • Legal Rights research/gathering • Economic
Interpersonal Competence (#33) • Moral Rights information Globalization
Cultural Competence (#34) • Inalienability • Sharing • Environmental
Peaceful Conflict Resolution (#36) • Indivisibility information Degradation
• Interdependent • Critical Thinking
• Community service
and action

Grades 9-12 See Above • Knowledge of • Moral • Participation in civic • Genocide

human rights responsibility/ organizations • Torture
Older Adolescents standards literacy • Examining
and Adults • Integration of Assumptions
• Upper secondary human rights into • Critical Thinking
school and adult personal • Fulfilling civic
groups awareness and responsibilities
• Ages 15 and up behaviors • Civic disobedience
• Community services
and action
Adapted from the United Nations Document, Guidelines for National Plans of Action for Human Rights Education.

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 HUMAN RIGHTS EDUCATION FRAMEWORK
LEVELS MN EDUCATION MN HUMAN US UNIVERSAL CHILDREN AND
STANDARDS RIGHTS ACT CONSTITUTION DECLARATION OTHER
OF HR TREATIES
Grades Pre K-2 Social Studies Protected Classes • Self • Classroom rules • Convention on
• USHist.K-3/I.A. - Race • Community • Family life the Rights of the
Early Childhood • WHist.K-3/III.A. - Color • Human Dignity • Community Child
• Preschool & • Econ K-3/VI.A - Creed • Responsibility standards
lower Primary • Gov’t & Citizsp K-3/ VII.A. - Religion
school • Gov’t & Citizsp K-3/VII.B. - National Origin
• Ages 3 to 7 Math - Sex
K/IV.A - Marital Status
LA - Disability
• 1/I.D - Public
• Writing 1/II.A. Assistance
• Spkg/List - Age
/Viewing - Sexual
1/III.A Orientation
- Familial Status
- Local HR
Commission
Activity

Grades 3-5 Science Areas of Protection • Local, national • History of • Convention on the
• Grade 2:IVG - Employment legal systems human rights Rights of the Child
Later Childhood Social Studies - Housing • Local and
• Upper primary • USHist.4-8/I.C. - Public national history in • Universal
school • Hist Skills 4-8/IV.C Accommodations human rights Declaration of
• Ages 8 to 11 • Econ 4-8/V.B. - Public Servie terms Human Rights
• Gov’t & Citizsp K-3/ VII.A. - Education • Social
• Gov’t & Citizsp K-3/VII.B. - Credit Responsibility • UNESCO
• Gov’t & Citizsp 4-8 /VII.C. - Business • Citizenship
• Gov’t & Citizsp 4-8/VII.A. • Distinguishing • UNICEF
• Gov’t & Citizsp 4-8 /VII.B. wants from needs
LA from rights • Universality
•Lit • Individual rights • Non-
2/ ID • Group rights Discrimination
•Rdg & Lit • Freedom
4/I.C • Equality • Responsibility
5/I.C. • Justice
6/I.C. • Rule of law • Equality
•List/Spk/Vewg • Government
5/III.C • Security
6/III.A) • Democracy
• Gov’t & Citizenship 4-8/VII.C
• Gov’t & Citizsp 4-8/VII.D.

• Knowledge of specific • International law • UN Covenants

Science human rights • Legal Rights • Inalienability • Elimination of
Grades 6-8 • Moral Rights • Indivisibility Racial Discrim
• Grade 8: IB
• Interdependent
• Grade 8: IC
• Elimination of
Adolescence • Grade 8:ID
Discrim Against
• Lower secondary • Grade 8:3A
Women
school • Grade 9-12:IB
• Ages 12 to 14
• Regional human
Social Studies rights conventions
• USHist.4-8/I.G.

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 • USHist. 4-8/I.I. • UNHCR
• USHist. 4-8/I.J.
• USHist 9-12/I.J. • Non-
• USHist 9-12/I.K. Governmental Org.
• USHist 9-12/I.M. (NGOs)
• USHist 9-12/I.N.
• USHist 9-12/I.O
• MNHist 4-8/II.G
• Whist 4-8/III.F.
• WHist 9-12/III.E.
• WHist 9-12/III.F.
• WHist 9-12/III.G.
• WHist 9-12/III.H.
• Hist Skills 4-8/IV.B.
• Hist Skills 4-8/IV.C
• Gov’t & Citizshp 9-12/VII.D
• Hist Skills 9-12/IV.A.
• Geography 4-8/V.E.
• Geography 9-12/V.B.
• Geography 9-12/V.C.
• Econ 9-12/VI.D.
• Econ 9-12/VI.E.
• Gov’t & Citizsp 4-8/VII.A
• Gov’t & Citizsp 4-8/VII.B.
• Gov’t & Citizenship 4-8/VII.C
• Gov’t & Citizshp 4-8/VII.D
• Gov’t & Citizshp 9-12/VII.A
• Gov’t & Citizshp 9-12/VII.B
• Gov’t & Citizshp 9-12/VII.C
LA
• Rdg & Lit
7/I.C.
7/I.D.
8/I.C.
• Writing
7/II.A.
7/II.D.
8/II. A
8/II. B
8/II.D
9-10/II.A-B
9-10/II.D
• List/Spk/Vwg
8/III.C

9-10/III.A,C Math
• Mthcl Resnig 7/I

• Participation in • Knowledge of • Geneva

Social Studies civic human rights Conventions
Grades 9-12 organizations standards • Specialized
• WHist 9-12/III.H.
• Examining • Integration of conventions
• WHist 9-12/III.I
Assumptions human rights into • Evolving human
Older Adolescents • Econ 9-12/VI.E.
• Critical personal awareness rights standards
and Adults • Gov’t & Citizshp 9-12/VII.A
Thinking and • Genocide
• Upper secondary • Gov’t & Citizshp 9-12/VII.B
• Fulfilling civic behaviors • Torture
school and adult LA
responsibilities
groups • Rdg & Lit
• Civic
• Ages 15 and up 11-12/I.B,D
disobedience
• Writing
• Community
11-12/II.A
services and
• Spk/List/Vewg

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 11-12/IIIA,C action

UNDERLYING PRINCIPLES OF HUMAN RIGHTS

Equality
The equality concept expresses the notion of respect for the inherent dignity of all human beings. As specified in
Article 1 of the Universal Declaration of Human Rights, it is the basis of human rights: “All human beings are born
free and equal in dignity and rights.”

Universality
Certain moral and ethical values are shared in all regions of the world, and governments and communities should
recognize and uphold them. The universality of rights does not mean, however, that the rights cannot change or that
they are experienced in the same manner by all people.

Human Dignity
The principles of human rights are founded on the notion that each individual, regardless of age, culture, faith,
ethnicity, race, gender, sexual orientation, language, disability or social class, deserves to be honored or esteemed.

Non-discrimination
Non-discrimination is integral to the concept of equality. It ensures that no one is denied the protection of their
human rights based on some external factors. Reference to some factors that contribute to discrimination contained
in international human rights treaties include: race, colour, sex, language, religion, political or other opinion,
national or social origin, property, birth, or other status. The criteria identified in the treaties, however, are only
examples, it does not mean that discrimination is allowed on other grounds.

Indivisibility
Human rights should be addressed as an indivisible body, including civil, political, social, economic, cultural, and
collective rights.

Inalienability
The rights that individuals have cannot be taken away, surrendered, or transferred.

Interdependency
Human rights concerns appear in all spheres of life – home, school, workplace, courts, markets – everywhere!
Human rights violations are interconnected; loss of one right detracts from other rights. Similarly, promotion of
human rights in one area supports other human rights.

Responsibility
Government responsibility: human rights are not gifts bestowed at the pleasure of governments. Nor should
governments withhold them or apply them to some people but not to others. When they do so, they must be held
accountable.

Individual responsibility: Every individual has a responsibility to teach human rights, to respect human rights, and to
challenge institutions and individuals that abuse them.

Other responsible entities: Every organ of society, including corporations, non-governmental organizations,
foundations, and educational institutions, also shares responsibility for the promotion and protection of human
rights.

Sources: Flowers, N. (2000). The Human Rights Education Handbook: Effective Practices For Learning, Action, and Change.
Minneapolis, MN: University of Minnesota.

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Ravindran, D.J. (1998). Human Rights Praxis: A Resource Book for Study, Action and Reflection. Bangkok, Thailand: The
Asia Forum for Human Rights and Development.

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 Search Institute
Leadership • Knowledge • Resources
Vision: A world where all young people are valued and thrive
Mission: to provide leadership, knowledge and resources to promote healthy children youth and communities

Developmentally Five Action Asset-rich Developmental Assets: Child, Youth, &

Attentive Strategies for Asset-infused A Developmental Community
Systems “Big Change” (people and Infrastructure Outcomes
settings)

Healthy Communities Healthy Youth

External Assets Increased

•Relationships •Support Thriving
•Environment •Empowerment Behaviors
•Programs •Boundaries & Expectation Reduced Risky
•Practices •Constructive Use of Time Behaviors
Improved
Internal Assets Community &
•Commitment to Learning Social Health
•Positive Values
•Social Competencies
•Positive Identity

The Change Pathway

(The process for making asset building a way of

What idea(s) holds
together/ inform an entire
system? What are the
ways of operating,
processes, procedures?
How does a focus
become parts AND
whole?
What strategies need What intentional focus can we
to be employed to have on the “parts” (people/ What experiences, How can we achieve these
transform places) that will surface relationships, and desired outcomes?
communities and qualities contributing to asset qualities do young What does optimal
society building? How are these people need for development look like
(larger systems)? qualities nurtured? Focus on optimal in the first two decades
specific “parts” of life?

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 Human Rights Learning Communities
by Kristi Rudelius-Palmer

The Human Rights Learning Community Wheel

No matter how one defines "community"—family, neighborhood, classroom, school, workplace,

town, nation, or other association—one must recognize the role of community in the learning
process. To facilitate a "Human Rights Learning Community," everyone must recognize that
each participant has his/her own identity as well as a collective identity of learning together
about human rights and responsibilities. How can we build community? More specifically, how
can we create a community which focuses on education "directed to the full development of the
human personality and to the strengthening of respect for human rights and fundamental
freedoms" (excerpted from Article 26 of the Universal Declaration of Human Rights)?

The Need for Community—A Common Vision and Language

Whether one focuses on a school, town, or other association, each has similar needs of creating a
place where every member can learn, feel valued and safe, and connect with others. Schools have
been challenged by multiple initiatives placed one upon another (e.g., safe schools, peace
schools, literacy projects, educational standards). Towns have witnessed the same separation of
issue-based initiatives (e.g., fair housing projects, domestic violence centers, food shelves,
immigration and refugee services). However, in both community settings, the unifying overlap is
a human rights framework. Whether a community is working on assuring peace and security,
housing, education, or food, that community must understand the interdependence and
universality of all their needs as human rights. Reclaiming our human rights enables us to share a
common vision, speak the same language, and practice responsible actions toward one another.

The Practice for Human Rights Learning Communities

Human Rights Learning Communities aim to promote and enhance effective leadership and
responsible action for the realization of human rights. Human Rights Learning Communities
should also support and strengthen the personal and professional development of the facilitators
and the participants. The Human Rights Learning Community Wheel provides eight
characteristics of ways each member of society should act in community to encourage
inspiration, exploration, creation, collaboration, and transformation.

The Human Rights Learning Community Wheel

A Human Rights Learning Community includes both individual and collective learning and
practices. The following eight characteristics in the Human Rights Learning Community Wheel
are interdependent components for nurturing one's creative individual and community spirit.
These components aid facilitators and participants to challenge themselves and the other
community members to identify what inspires their action and inaction. However, these eight
components are not exhaustive: your own community may choose to add others. The
characteristics are not presented in any specific order, since all aspects are of equal importance.

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THE HUMAN RIGHTS LEARNING COMMUNITY WHEEL

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INSPIRE

Individuals and communities must identify meaning and purpose to inspire themselves and
others to develop and grow as human rights leaders, educators, and activists.

KNOW

Individuals and communities must know their human rights and responsibilities. Such
knowledge is itself empowering and an important building block for learning.

VALUE

Individuals and communities must value human rights. If human beings do respect the dignity of
themselves and others, a safe space for developing and sharing is created.

CONNECT

Human beings need to connect both with their full self (mind, body, heart, and spirit) as well as
with other people. How one relates with oneself and others determines whether the individual
and community will grow to their full potentials and provide ways to reenergize each other.

HEAL

Every individual and community has suffered loss and pain. In order for the community to
thrive, the individual and the collective group must both learn to heal through internal analysis,
story telling, sharing with one another, and learning new ways.

ACT

Human beings, both individually and collectively, need to act to improve and realize their human
rights. Practicing what one might feel or know is "right" empowers the individual and
community with an acknowledgement of justice.

REFLECT

Individuals and communities must reflect on the other seven characteristics of the Human Rights
Learning Wheel. For example, have their values and actions led to improvements of human
rights conditions for themselves and others? What have they learned, individually and
collectively?

CELEBRATE
Individuals and communities must take time to celebrate ways they have been working to foster
respect for human dignity and the rights of others. The recognition of the time, commitment, and
dedication must be adequately supported for the individuals and community to feel revitalized
and cherished.